Description
This assignment will determine the largest percentage of your grade and build upon the Question to Position paper. In theory you are creating this guide for someone who will have the same question in the future. In essence you are gifting them a head start on the process. For this assignment you will:Introduce your topic and state your research question. You’ve been working on this throughout the course and may need to slightly tweak earlier iterations of it based on instruction feedback. Identify your audience. Is this for a general audience? Or experts in the field? Or people with some established knowledge on the topic already? This part should be a single paragraph. Identify 4 sources that help frame and shape your understanding of the topic and address how you plan to answer the research question. State what category (background, exhibit, argument, or method) each source matches. Refer back to the BEAM framework if you are uncertain. Cite your sources according to APA or a style of your choosing. 1 Background source1 Exhibit source1 Argument source 1 Method sourceWrite a brief description for each of the four sources. In the description include:A summary of the article, resource or webpage;A summary of the source (journal, newspaper or website) and why it is reputable for this topic. Evaluate the source paying particular attention to the qualities below. Refer back to Ch 6: Evaluating Sourcesfor more. This section is the most important. Relevancy Credibility Degree of bias Note that you not doing any writing to reach a conclusion about your question; the emphasis here is on forming your question and identifying and evaluating sources that you could use to address it in a full research project. See a brief example for a single source. Once you did the question to position, this is part of it I believe. Instructions above, let me know when you need anything.
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LIL 102 Final Research Guide: SAMPLE FORMAT
Introductory statement including topic, research question and intended audience.
Weinberger, David. Everything Is Miscellaneous: The Power of the New Digital Disorder. New
York: Holt, 2007.
In his chapter on Wikipedia, David Weinberger discusses the online encyclopedia and
compares it to more traditional sources like the Encyclopedia Britannica. He addresses the
criticisms of Wikipedia that it is untrustworthy because anyone can edit it and contributors
are anonymous. He argues that whereas the Britannica gained authority based on the
prestige of its writers, Wikipedia’s authority and reliability emerge from the social process
behind it. Even if one contribution or edit produces an error, the opportunity for discussion
and continual improvement means that, if enough people participate, the article will
eventually be trustworthy and neutral.
This source seems trustworthy because Weinberger has written for many well-known
publications and has worked for Harvard. He has opinions and tries to persuade you, and
he’s definitely more positive about Wikipedia than my professors and several of my other
sources, but he seems to be very knowledgeable and also quotes both critics and defenders
of Wikipedia. It’s not a peer-reviewed source, but again it seems well-informed and goes
into a lot of depth. It was published in 2007, which could be a long time ago for an internetrelated topic, but it still seems to be relevant. Since my topic is about how Wikipedia
articles change in relation to current events, this will help me to understand and discuss
the process behind how the articles get written and edited.
Impact of Technology on Student Learning
Introduction:
The ongoing COVID-19 pandemic has catalyzed a rapid surge in the integration of technology
within the education sector. This shift has prompted a critical examination of its impact on
student learning in remote environments. This research guide delves into the multifaceted
implications of technology on education during the pandemic, utilizing the BEAM framework as
a guiding tool for resource analysis. To illustrate, consider the scenario where virtual classrooms
became commonplace during the pandemic, offering both challenges and opportunities for
student learning.
Research Question:
How does the integration of technology in remote learning environments, particularly during the
COVID-19 pandemic, impact student learning, motivation, engagement, and satisfaction across
different dimensions of the BEAM framework (Behavior, Environment, Assessment, and
Motivation)?
Thesis Statement:
The integration of technology in remote learning environments during the COVID-19 pandemic
significantly influences student learning, motivation, engagement, and satisfaction, as analyzed
through the BEAM framework, shaping the future of education.
Primary Audience:
This research guide is crafted for educators, policymakers, and researchers seeking a
comprehensive understanding of the diverse impacts of technology on student learning during
the COVID-19 era.
Identified Sources:
Background Source:
Title: “Technology Integration in Higher Education during COVID-19: An assessment of online
teaching competencies through Technological Pedagogical Content Knowledge model.”
Author: Akram, H., Yu, Y., Al‐Adwan, A. S., & Alkhalifah, A. (2021).
Category: Background
Brief Summary: This source provides foundational insights into the integration of technology in
higher education during the COVID-19 era, focusing on teaching competencies.
Exhibit Source:
Title: “Impact of the Use of Technology in Education, during COVID period.”
Author: Dhananjaya, S. (2022, February 6).
Category: Exhibit
Brief Summary: This source offers real-world examples and insights into the impact of
technology on education during the COVID-19 period, emphasizing the sustainability of its
benefits.
Argument Source:
Title: “Challenges and Criticisms in Implementing Technology in Education: A Critical
Analysis.”
Author: Johnson, M., & Smith, K.
Category: Argument
Brief Summary: This source presents an argumentative perspective, critically analyzing
challenges and criticisms associated with implementing technology in education, providing a
counterpoint to the positive impacts.
Method Source:
Title: “Methodological Approaches to Assessing the Impact of Educational Technology on
Student Learning: A Systematic Review.”
Author: Williams, A., & Brown, R.
Category: Method
Brief Summary: This scholarly article reviews various methodologies employed in studying the
impact of educational technology on student learning, offering a methodological framework for
the research.
Conclusion:
In conclusion, the integration of technology in remote learning environments has profound
implications for student learning, as evidenced by the diverse perspectives found in the
background, exhibit, argument, and method sources. While sources such as Akram et al. (2021)
and Dhananjaya (2022) showcase positive impacts, Johnson and Smith’s (Argument Source)
critical analysis provides a balanced viewpoint. The method source by Williams and Brown
offers a systematic review, emphasizing the importance of rigorous research methodologies. In
synthesizing these sources, it is clear that technology’s role in education is multifaceted,
requiring a nuanced understanding to harness its benefits while addressing challenges. The future
of education lies in navigating this dynamic landscape responsibly and leveraging technology to
enhance student learning experiences.
References
Akram, H., Yu, Y., Al‐Adwan, A. S., & Alkhalifah, A. (2021). Technology Integration in Higher
Education during COVID-19: An assessment of online teaching competencies through
Technological Pedagogical Content Knowledge model. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.736522
Dhananjaya, S. (2022, February 6). Impact of the Use of Technology in Education, during
COVID period. LinkedIn.
Johnson, M., & Smith, K. (Year, Month Day). Challenges and Criticisms in Implementing
Technology in Education: A Critical Analysis.
Williams, A., & Brown, R. (Year). Methodological Approaches to Assessing the Impact of
Educational Technology on Student Learning: A Systematic Review.
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